Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Choose ONE of the FIVE questions and answer ALL of the parts of that question. To provide evidence or support for your assertions, include citations from our assigned readings as well as one or more academic/academic supplemental sources. And, once again, in your heading, state your specific question (title).
Part I: Civil Rights (1945-1957): In the first dozen years after WWII, America’s Black citizens faced significant “institutional discrimination” in the form of segregated federal and private workplaces; segregated schools (from elementary to graduate level); public/social spaces (particularly in the Deep South); and segregated housing (all across America). To highlight at least one significant action/decision taken by EACH of the following, conduct research (using our textbook and at least one supplementary academic source). During these years, the federal government, the United States Supreme Court, and Congress or a notable civil rights organization worked together to reduce/eliminate institutional segregation practices in the United States. D) Was the Civil Rights Movement in America gaining public support in 1954? Why not, if not?
Part II of Civil Rights (1955-1963): Between 1955 and 1963, civil rights leaders and movements used a strategy of “nonviolent/civil disobedience” campaigns to achieve significant legal/legislative victories. Examine two separate case studies (marches, rallies, sit-ins, etc.) whereby public awareness and progress of civil rights for African Americans were advanced during these years (using our textbook and at least one supplemental academic source). Outline the major events of your case study (overview) and then concentrate on answering the following questions: A) How did these events raise public awareness of America’s Black people’s oppression and brutality? B) As a result of this, what progress has been made in terms of promoting changes in laws, legislation, or enforcement of African-American legal rights or social acceptance?
3. Civil Rights Legislation from 1964 to 1968: Patterson documents the passage of three landmark Congressional Civil Rights Legislative initiatives [each guided through Congress by President Lyndon B. Johnson’s administration]: the Civil Rights Act of 1964 (2 July), the Voting Rights Bill of 1965 (6 August), and the Civil Rights (Open Housing) Act of 1968 in our assigned reading this week (11 April). A) Describe the key provisions of each bill (using our textbook and at least one supplementary academic source). B) Describe the bill’s most beneficial outcome. C) Examine how the bill failed to meet expectations or resulted in unintended negative consequences. D) Summarize the outcomes of these three Congressional initiatives.
4. Women’s Liberation in America (1945-1970): Patterson traces the rise of America’s Women’s Rights movement in our assigned reading [which includes sections from chapters 1, 12, and 21]. A) Trace the rise of women in the American workforce from 1945 to the 1960s, as well as attitudes toward professional women in American culture. B) Conduct research (using our textbook and at least one additional academic source) to examine the impact of Betty Friedan’s 1963 book The Feminine Mystique on women’s renewed political awareness in the 1960s; and C) Explain the formation of the National Organization for Women (NOW) in 1966 and outline at least one political agenda issue actively promoted by NOW between 1966 and 1970.
5. 1950s and 1960s Counter-Culture: A) Define counter-culture (note: you may cite from a tertiary source [dictionary/encyclopedia], but go beyond this level to include at least one secondary or primary source) and explain why you believe this group emerged during the modern Civil Rights movement. B) Describe the rise of the Beatniks, then name two or three American social or activist groups that challenged or rejected established ideals/beliefs during the 1960s. C) Do you agree with critics who claim that these organizations “produced little culture and countered nothing” (Patterson, 442)? If that’s the case, explain why. D) If you disagree, explain how America’s counterculture posed a challenge to groupthink (“authorities/traditions”) in the pursuit of one or more (define) noble causes.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Essay on Women’s Liberation in the Americas, 1945 |
Essay on Women’s Liberation in the Americas, 1945